Foundational PLC at Work® Model Agenda

William M. Ferriter

Using AI Tools to Facilitate Better Teaching and Learning

ChatGPT—one of the most valuable technology tools for teachers and learners—became widely available in fall 2022. Since then, artificial intelligence tools like ChatGPT have taken education by storm. Teachers are using these tools to create new content, differentiate their instruction, identify strategies for teaching and reteaching concepts to their students, and work more efficiently and effectively. Just as importantly, high school students are using these tools to improve their understanding of complex ideas, identify new paths of learning in their areas of personal interest, and receive targeted feedback on their work products. Because AI tools are changing how we work and learn, classroom teachers must reflect on their potential and understand their limitations.

Jasmine K. Kullar

What Does Answering the Four PLC Questions Look and Sound Like?

You learned about the foundation and building blocks of a PLC within the three big ideas. In this keynote, Jasmine K. Kullar goes deeper into the work of teacher teams in a PLC. What does it mean when we say that teams need to collaborate? The collaboration is not about what’s being taught on Monday or Tuesday. It is about the four fundamental questions. Dr. Kullar explores each of the questions in depth so participants get a better understanding of what the work entails for collaborative teams.

Mike Mattos

Are We a Group or a Team?

Collaborative teacher teams are the engine that drives a professional learning community. When these teams are highly engaged in the right work, student learning accelerates … and when they are not, learning sputters and stalls. Because teachers have traditionally been required to attend grade-level or departmental team meetings, schools often mistakenly assume that merely renaming these gatherings “PLC time” represents teacher collaboration. The act of meeting together does not make a team, but instead, merely a group.

Mike Mattos

Proven, Practical, and Doable: Making the Case for PLCs at Work

As a profession, we are facing unprecedented times. Never in our history has success in K–12 education been more vital to every child’s success, and never have educators faced such daunting challenges amplified by a global pandemic and social strife. How we, as educators, respond to these realities will have a profound impact for generations. In this keynote, Mike Mattos makes the case that our best hope to overcome these obstacles and ensure all our students succeed is to become a true professional learning community. Participants learn the guiding principles and essential actions of the PLC at Work process, assess their progress, and consider next steps in their PLC journey.

Anthony Muhammad

Transforming School Culture: New Insights

In this session, Anthony Muhammad addresses the issue of conflicting agendas within schools. A high-performing school has a very clear purpose—high levels of learning for all students. Participants examine the barriers to aligning individual agendas with the organization’s agenda and what all parties must do to develop the synergy necessary to guarantee learning. The theoretical framework developed by Anthony in the book Transforming School Culture: How to Overcome Staff Division, 2nd Edition (Solution Tree, 2018) is examined as the basis for developing a collaborative culture.

Maria Nielsen

Common Assessments: The Key to Uncommon Results for Student and Teacher Learning

The secret is out: Common formative assessments are the key to improving student learning! Formative assessments are powerful when teams of teachers create assessments in common, then share and discuss the results. This collaborative process leads to a dramatic increase in student learning and improved teaching practices. Maria Nielsen provides proven tools to use common assessments across grade levels and departments and illustrates practical strategies for implementing and using assessments to substantially improve student and adult learning.

Regina Stephens Owens

Cultivating Educator Wellness for Leading and Living the PLC Life!

In an educational landscape marked by increasing demands, it’s crucial to recognize that the well-being of educators directly impacts student success and teacher retention. This session is an immersive experience designed to equip educators with the tools, strategies, and routines they need to prioritize their well-being, ultimately leading to improved student outcomes and increased job satisfaction.

Utilizing the research-affirmed educator wellness framework built by Timothy D. Kanold and Tina H. Boogren, this session helps educators of all levels and backgrounds learn how to bring their very best selves to their students through the use of daily routines and strategies that can have a big impact on the achievement of educators and students alike. Participants leave this event feeling inspired, motivated, and rejuvenated!

Regina Stephens Owens

Small Schools and Singletons: Wired for Rigor and Relevance

Singleton teachers are accustomed to seeking solutions and understanding opportunities as they arise. Operating efficiently and effectively within a PLC can be challenging. Team members must collaborate on common denominators, work with peers to improve professional practices and student learning, leverage technology, and authentically engage in the PLC at Work process.

Regina Stephens Owens

Transformed People Transform People

Transformational learning is a matter of belief. What we believe about people impacts every process and procedure we deploy. Educators deserve both a life and a career. Let’s design environments and experiences that ensure they learn. Regina Stephens Owens discusses the essentials required to develop a community of learners and a culture of collective responsibility.

Jeanne Spiller

Yes We Can! Moving Beyond Labels Through the Partnership Between General and Special Educators

When teams commit to collaborating in the PLC process dedicated to high levels of learning for all students, a key critical step is to examine personal and systemic beliefs about students, themselves, and learning. Then, ensure that all systems align, bringing this vision to life.

Focused on closing the gaps between all students and students with identified needs, this session provides an overview of the core concepts and associated strategies in the work of inclusive practices.